Study Tips
For First-Year Students at Nagoya University

Aiming for Scholarly CitizenshipStudy Tips for First-Year Students at Nagoya University
Aiming for Scholarly CitizenshipCenter for the Studies of Higher Education, Nagoya University
Furo, Chikusa, Nagoya 464-8601, Japan
Phone +81 52 789 5696
Fax

+81 52 789 5695

E-mail info@cshe.nagoya-u.ac.jp
URL

http://www.cshe.nagoya-u.ac.jp/

ISBN 978-4-86293-023-1
March 25th, 2008 (the first edition)

Printed in Japan

Copyright ¤ 2008 by Center for the Studies of Higher Education, Nagoya University.
All rights reserved.

Dear students,

Welcome to Nagoya University!

Now, at last, you are standing at the entrance to this “academic
community”, known as a university. At university you will encounterlearning through the many lectures and seminars. You will encountercutting edge research, and the people who undertake such research. You
will encounter those who will study alongside you, and through the vastquantity of literature and classical books in the library, you will encounter
those who are long dead. In addition, you will encounter people whohave a cultural background different from your own. No doubt, theseencounters will become things that you will treasure for the rest of yourlife.
Will you attain many precious things from this “mountain of treasures”,
or will you turn your back on this chance and spend your university daysin idleness? This will depend entirely on whether, during your 4 years ofuniversity life, you are able to shed your old skin and become “anindependent learner”. With the hope of creating as many independent
learners as possible, we have created Study Tips for First-year Students at
Nagoya University.
Study Tips for First-year Students at Nagoya University is made up of aseries of handbooks. By “Tips” we mean “secrets, hints and ideas”. So
what merit and significance is there for you in becoming “an independent
learner”? How can you convert your study habits into an independentmode? To help answer these questions, we would like to offer this series

of handbooks that will provide many hints that will help with thesequestions.
First, please read this handbook through. Then, please make an effort
to put its suggestions into practice. And if you experience some kind ofcrisis in your studies, or in your life at university, or if problems arise, thenplease read it once more. Perhaps you will be able to find a hint toresolving your problems and doubts.

Good Luck!

Kazuhisa Todayama, Director
Center for the Studies of Higher Education, Nagoya University

Contents

1. Studying at university
1.1

University is an “Academic Community”

1

1.2

Studying at university-Becoming a “Scholarly Citizen”

4

1.3

What kind of ability is scholarly acquisition?

5

1.4

Scholarly acquisition as a way of life7

1.5

What to do at university to become a “Scholarly Citizen”

11

2. Campus Ethics
2.1

Why does the “Academic Community” need ethics?

15

2.2

Respecting wisdom

16

2.3

Respecting the lives, personalities and studies of others

18

Column 1 What are the Origins of Universities?

2

Column 2 Those Attending Universities are not “Pupils”

3

Column 3 Scholarship is Truly about “Learning”

6

Column 4 Let's Take a Look at the Nagoya Univ. Salon (Meidai Salon)

14

Column 5 What is “Harassment”?

18

Column 6 A Moral Compass for the Campus Created by Students- Case study of Stanford University -22

Backgrounds• The Study Tips for First-year Students at Nagoya University is a collection ofideas and practical suggestions to help new students of Nagoya University
to understand the significance of what they study at university, and toenhance their study activities. Of course, the information contained in thisseries is useful to all students, not just the new ones. It constitutes animportant part of becoming “independent learners”.
• Aiming for Scholarly Citizenship is the first volume in this series, and as suchit explains the fundamental principle of the series; namely, “What is it to
study at a university?” It explains in easy to understand terms, things suchas the specifics of what you are to do at university, what the significance ofstudying at a university is, what is meant by a “scholarly citizen”, how
your time as a university student should be spent to ensure you become a“scholarly citizen”, and what rules should be obeyed while you study atuniversity.
• New students hearing this kind of information for the first time may notinitially see the relevance of such information. However, it is extremely
important information and I urge you to read it thoroughly.
• In addition, this handbook contains a number of columns written byacademic faculty of Nagoya University and these contain useful
information in regards to studying at university.
• Please read this handbook, and then tell us what you think. If you havesuggestions on ways to improve it, then please let us know. (Our email
address is noted at the end of this handbook.)

1

1. Studying at university

1.1 University is an “Academic Community”“Why do we need to study?” Surely, everyone has asked themselves
this question once or twice? Dare I say the way this question is posed iswrong in the first place. Most people taking medicines to cure illness do
not value the act of taking the medicine itself. But, they place a great dealof value on the good health that the medicines provide. If they were to
discover that the medicine provided no relief from the illness, they wouldstop taking the medicine. The question posed at the beginning is framing
study in exactly the same way. That is, saying study is the means throughwhich other valuable things are attained. If not, this question would
never make any sense.
However, this way of thinking does not apply to the way study should
be undertaken at a university. This is because universities are a gathering
place for those people who value the act of study itself. In other words, auniversity is an “Academic Community”. In short, these people do notstudy for the purpose of attaining some goal, such as improved social
status, or to gain other people’s respect. Instead, they study simply forthe joy of study and discovery, and for the sense of excitement andachievement. So, this is the true nature of a university, a gathering place
for those people who are fascinated with learning, and who are under its
spell.

Now, you stand here at the entrance to this “Academic

Community”.
Universities first appeared in Europe during the 12th Century. Notethe use of the term “appeared” rather than “were established”. It was2during the 12th Century that the ancient Greek and Roman teachings,
which had been translated into Arabic and handed down through the ages
in the Islamic world, began to be brought back into Europe. It was at thattime, when gatherings of people who wanted to study these new types oflearning, began to form study groups.

Thus, universities werecommunities that were formed spontaneously by those who wanted to
study.
Later, in line with the changing times, universities took on a variety ofother purposes such as the training of the professional elite, measures toenhance the wealth and military strength of a country, the training ofColumn 1 - What are the Origins of Universities?
When universities formed in mediaeval Europe, students gathered from across allof Europe, crossing the Alps and the Straits of Dover. At that time there wasmuch rivalry between warlords in the many countries and territories of Europe.
But students overcame many barriers, such as borderlines and differences innationality and language, to come together and study under the famous teachersof the time. In the beginning, these universities were more like private schools.
Lectures were carried out in the common language of Latin. The teachings ofancient Greece and Rome, as well as the then cutting edge sciences, had all been
inherited by the Arabic speaking world, however through the universities of the
Middle Ages, they were translated into Latin and brought back to Europe.
The ardent students, who were far from home in unfamiliar cities, in a foreigncountry, caused frequent disturbances, and there was often trouble between
them and the local townspeople. In order to help them deal with disputes oversuch things as rent negotiations, and exemptions from military service, thesestudents formed associations called “Universitas”, and it is from this word thatthe term university is derived. The conflicts between students and the local
townspeople were known as “Conflict between Town and Gown (the students)”.
Even now, it is possible to find vestiges of such things in the university towns ofEurope. The students of that time were not seeking worldly success. They
gathered together purely through their love of learning.

3bureaucrats, and services to industry and regional communities.
However, universities have always been about a sense of ‘academic
community’ consisting of people who greatly value knowledge andlearning.
By the way, have you ever visited Nagoya University late at night, or
during holidays? Even late at night, you will see there are still many
windows with lights blazing. Even during holidays, you will see many
academic staff members and students at the university.
Why are so many people still at the university late at night and duringholidays? Of course, no-one is forcing them to continue their work.
They are also not working to earn more money. They willingly comeColumn 2 - Those Attending Universities are not “Pupils”
Please, do not forget a university is a community of people who independently
enjoy learning for the sake of learning. The term “independently” used here
includes posing questions for yourself, making efforts to answer those questions,setting your own schedule, and deciding for yourself what skills you wish toobtain during your 4 years of study.
Recently, however, there are a growing number of students who are unable toswitch to this attitude of independent learning. For them, learning is not
something you create for yourself, but something you are “told by others”. For
this reason, these people have the worrisome trait of being unable to study
unless they are constantly badgered to.
This has resulted in a strange twist, whereby, although every year the number ofstudents attending classes is on the increase, the amount of time students spend
studying independently out of class time is not really increasing. Some
researchers are calling this phenomenon the “pupilization” of our students.
Maybe this is also related to the growing number of students who refer touniversity as “school” and to themselves as “pupils”.
At university, more than ever before an independent attitude to learning isrequired. Perhaps the first step is to keep in mind you should use the term
“student” not “pupil”, and “university” not “school”.

4

to the university both late at night and during holidays to continue theirresearch.

What is it that spurs them on?

Put simply, it can besummarized as a “love of knowledge”.
Please, take a look at the world today. Where else is the act of learning
valued and aimed in such a way?

Surely, universities are uniqueinstitutions. You are beginning your time in such an institution, which
will last a number of years. Think what an extraordinary and valuablechance this is.

1.2 Studying at university – Becoming a “Scholarly Citizen”
What is the significance of spending an important part of your life atuniversity? There are perhaps many who plan to proceed to Graduate
School to become a researcher.

Many more perhaps plan to findemployment as soon as they gain their degree.

They will find jobs

perhaps in corporations, or as teachers, doctors, lawyers, civil servants, oreven in international organizations. Some may choose to become writers
or artists. So, what is the significance of learning at a university common
to all these people?
Whichever path you choose in life, one thing is certain. In the end you
will die. It is important you do not forget this. However, before death,
usually you have some time.

You will live as a “citizen”.

Pleaseunderstand that the word “citizen” here means a person who takes on insociety and makes society work.

For those who are about to begin

studying at university however, our expectations are a little higher. You
will become a “scholarly citizen”.
What on earth is a “scholarly citizen”? Let’s begin by explaining what5

is meant by the word “scholarly acquisition” here. To begin with, we willtalk about the abilities that a person of scholarly acquisition possesses, andthen move on to discuss the attitude of a person of scholarly acquisition.

1.3 What kind of ability is scholarly acquisition?
The word “scholarly acquisition” is used here, but it could be expressed
as “general education”, however at Japanese universities, the phrase“general education” is used in such a way that it incorrectly means the
oppositeof“specialized

education”.

To

avoid

this

kind

misunderstanding, we will use the word “scholarly acquisition”.
think about it for a moment.

of
Just

If you say “that person is well educated” or“that person has a deep scholarly acquisition”, what meaning do thesestatements have?
(1) A wealth of knowledge
The first thing is that this phrase refers to is a person of “extensive
knowledge”.

Scholarly acquisition includes a wealth of knowledge.

Certainly, a person with knowledge enjoys a richer life than a person
without such knowledge. However, a trivia champion who simply cramsa great deal of fragmentary knowledge cannot be said to be rich inscholarly acquisition.

Therefore, this is the minimum condition.

The

thing of importance is how the wealth of knowledge is utilized.
(2) The ability to connect knowledge with knowledge.
Whether a person has scholarly acquisition or not is apparent fromtheir ability to make connections between various forms of knowledge.
For example, let’s presume for a moment that you are considering the

6problem of “part timers” in Japan today.

A person of scholarly

acquisition would turn their thoughts to the hippies of the 1970s which
they saw in the movies, the young goodmen of the Edo Period depicted in
the comic stories, or the way of life of the ancient Greek philosophers thatthey had read about. Then they would ponder the differences and thesimilarities between all these different groups and today’s “job-hopping
part timers”.
(3) A coordinated system, huge both temporally and spatially.
A person of scholarly acquisition is able to link together various piecesof knowledge, not because their head is full of a mish-mash of knowledge,
but because their knowledge is placed in a well organized coordinatedsystem. And the axes of this coordinate system are diverse, and the larger
the scale, both temporally and spatially, the greater that persons wealth ofscholarly acquisition is.
For example, when you ask yourself, “Who am I?” your wealth ofColumn 3 - Scholarship is Truly about “Learning”.
Up to this point, we have explained the importance of becoming a “scholarly
citizen”. “Scholarship” is translated into Japanese as “Gakushiki” (scholarly
acquisition). To many people the word “scholarship” conjures up ideas of an“educational grant”, which is how you learnt your English study for examination.
It does of course have this meaning, however, its original meaning is simply “tolearn”. As well as indicating the actual process of learning, it also describes
persons who have the will to learn and tackle studies, and also their attitude. In
this case, those tackling their studies include university teachers and all thosestudying at university. Through high school days, a teacher equals one whoteaches, and a pupil equals one who is taught. At university however, teachers(scholars), and students alike are involved in study. So it is that at university,
through your quest for the truth, you can acquire the skills of developing avariety of modes of thought to increase your knowledge, broaden your outlook
and acquire tolerance of others.

7scholarly acquisition becomes apparent. Does your thought come down
only to “I am a student at Nagoya University, and this is my approximate
grade deviation value”? Or are you able to think further, to perhaps
where you fit into the pyramid of the Japanese population, or that you area member of a country playing a certain role within the world, or that you
belong to a species that is special in the history of living things, or that youlive in this corner of the universe?
(4) A scientific way of thinking.
When you pass judgment on the things around you, are you influenced
by such things as your own assumptions, prejudices, and superstitions?
In the 21st century, a scientific way of thinking is an indispensable elementof “scholarly acquisition”. A scientific way of thinking is to judge things
based on scientific grounds such as facts and truth, without being swayedby your own preconceptions.
The world available for you to experience directly is limited. Your life
will be spent stuck to the surface of the earth, in a small corner of theuniverse. You can only see a very limited amount of the electromagnetic
waves in existence, your memory capacity is limited, you do not have theability to predict the future, and you are not clairvoyant. It is scientificthinking that will allow you to break through the boundaries of your own
direct experiences. Whether you study humanities or sciences, to be able
to live in this modern age, everyone must show respect to the truth thatscience brings us.

1.4 Scholarly acquisition as a way of life
Up until now, we have been considering what scholarly acquisition is,8from the point of view of ability. However, scholarly acquisition is notjust about knowledge and ability.

An important point is how suchknowledge and abilities develop into attitudes towards life.
As a hint as to how to consider this point, let’s think about the special
characteristics of mankind, as a species.

Most creatures, other thanhumans, rely mainly on heredity to pass information from generation to
generation. Humans as a species, however, have developed a channelother than heredity to enable communication between generations. As a
species, the survival of current and future generations now relies heavily
on this “other” channel.

That is called “culture”.

It is easy tounderstand that our existence relies heavily on this means ofintergenerational communication, known as culture. Consider whether
you would have survived up to this point without the results oftechnologies such as medications, efficient food production, and foodtransportation infrastructures.
However, the cultural inheritance that supports your survival is not
limited simply to visible technologies.

For example, ideas are one

important cultural inheritance that are not visible to us.

Here, let’s

consider the idea of “human rights”. Human beings did not have thisconcept from the start. At some stage during our history, someone cameup with this idea, which was then further refined and strengthened.
But, this alone does not link your survival with the concept of humanrights. From the 17th Century European thinkers, through to you here in
Japan in the 21st Century, there has been a relay of countless people, whohave carried this newly invented idea through successive generations,
until we now have the concept of “human rights”.
Just imagine if this relay chain had been broken somewhere. Would it9still have been possible for you to have such a comfortable existence?
People are treated like slaves and bought and sold as the property ofothers, they are never given freedom, and at times on a whim, are lynched,and hanged from trees. Such behavior was common place until recent
times, and still occurs even now in some parts of the world. It is not justthe results of technology that have kept you alive. Ideas are also an
indispensable part of the comfortable existence of man.
It gives rise to good ideas and a good outlook on the world, and theseare processed and refined and passed on to the next generation. Don’t
you agree this process is far more important for human kind, than thepassing on of “good genes” to the next generation?

There are manysystems and institutions supporting this kind of intergenerational
communication, such as libraries, museums, and research facilities. Of
these systems and institutions, a university is one of the most important.
This is because universities are the storehouses of mankind’s intellectual
heritage, not just passing information on to the next generation, but
recognizing the importance of the relay and creating new participants inthat relay.
On the basis of the above, let’s consider what the way of life of ascholarly citizen should be. Put simply, a “scholarly citizen” should havethe following attitudes.
(1) Scholarly citizens should regard mankind’s intellectual heritage with asense of reverence.
Scholarly citizens understand that there were predecessors greater thanthemselves, that the intellectual world spreads far beyond the range of
their own understanding, and that they themselves are nothing whencompared to the intellectual accomplishments of mankind.

10(2) Scholarly citizens never give up in their efforts to learn and obtainknowledge.
Just because you are taking Liberal Arts, do not think, “Quantum
mechanics is nothing to do with me”. Just because you are taking Science,
do not think, “I will never in my life need to read Shakespeare”.
Scholarly citizens realize that even if they do not understand something
now, they hold onto the aspiration that one day they will be able tounderstand, and they spare no effort to achieve this.
(3) For a scholarly citizen, the act of learning, along with the efforts madeto acquire knowledge, are together the great pleasures of living.
For a scholarly citizen, the acts of continuing to learn and continuing tothink are not seen as an important means to some material gain, but are
seen as the most valuable things to which one’s life could be devoted. It
can be said that for these people, the greatest joy is derived from acquiring
some new knowledge, of which they were previously unaware.
(4) Scholarly citizens try to utilize their knowledge for the good of others.
Unfortunately, you do not live in a perfect world. Therefore, during
your lifetime, you will encounter many problems, which you will need toresolve. Scholarly citizens realize that knowledge is an important meansfor problem resolution, and they make an effort to use what they havelearnt to problem solve. They are also aware that achieving this is an
obligation of those who have received an education at a Higher Education
facility, such as a university.
(5) Scholarly citizens recognize that they are one of the runners in the relayof carrying forward mankind’s intellectual heritage to the next generation,and they are proud of this fact.

11

Scholarly citizens make an effort to pass on what they have learnt, andtheir own love of knowledge to the next generation. This is not limited tothe process of teachers passing knowledge on to their students. The joy oflearning is passed from seniors to juniors and from adults to children
through the attitude displayed. In addition, scholarly citizens spare noeffort in the support of the learning of the next generation.

1.5 What to do at university to become a “Scholarly Citizen”
Up until this point we have been considering the significance of what
you will learn at university. Next, let’s consider what you should do toachieve the goal of becoming a scholarly citizen. Put simply, you should
arrange a life that revolves around study, and make full use of the various
resources of the university. Let me explain in sequence.
(1) Immersing yourself just in part-time jobs and club activities is wasteful.
Undoubtedly all through your high school days, you have been
exposed to the relentless pressures of competitive examinations. It goes
without saying that the studies undertaken through until high school are
important in creating the necessary basic knowledge required by thepeople of today. In addition, the study habits that you acquired at highschool will be indispensable for the rest of your life.
On the other hand, as a university student, you have been freed fromthe grind of constant examination cramming, and there will no doubt besome who wish to enrich their lives through such things as part time jobs,
club activities, circle activities, and romance.

Perhaps amongst yourparents or your seniors at university, there will be some who advise you
that, “The main thing is to get the credits you need to graduate. You12should enjoy university life outside of your studies”. Certainly, enriching
your life while at university with activities other than study has animportant meaning for your life. And indeed, there may be some of you
who believe that if you have a graduation certificate from Nagoya
University, you will be able to enter the profession you desire.
However, if you concentrate only on enriching your life outside of yourstudies, you will miss the valuable opportunity of becoming a scholarly
citizen. That valuable opportunity means, devoting yourself to study andresearch activities that is the duty of a university student. Activities suchas joining circle activities, social studies, romance, and making friends are
all things that can be continued throughout the rest of your life, if you wish.
But, during your lifetime, the chance to spend the majority of your time
studying is only available to you now.

Many university graduates

express regrets – “I should have studied more. I could have done all theother stuff later”. Take a moment to consider what it is that you can only
do now.
(2) Making maximum use of the resources of university.
It can be said that while you lead a life centered around learning,
Nagoya University is the best environment for you. The university isequipped with many resources that will help you to develop and become a“scholarly citizen”. In addition to the material resources of study spaces,and equipment for experiments etc, there are the other resources that
although not as easy to recognize, are very important. These are “theasset of people” and “the asset of information”. Let’s explain this, using
the example of Nagoya University.
There are more than 1800 academic staff at Nagoya University. Manyof these people are the best in their fields of research. You have the13opportunity to acquire cutting edge knowledge alongside a diverse rangeof researchers in a range of specialized fields. And, if you apply yourself,
you will not just be a recipient of the wisdom of others, but you could havethe chance to witness the birth of new knowledge, or even be responsible
for the creation of new knowledge yourself.
The human resources available to you are not limited to just theteachers.

The university is a gathering place for people with diverse

abilities, experiences, and cultural backgrounds.

Mingling with suchpeople who are so different from yourself will broaden your outlook, andmay provide you with the cue to think about things within a large
coordinated system. For example, the diverse range of those studying on
the campus include people such as seniors in the laboratory, post graduate
students, international students and mature students.
Nagoya University will provide you with many opportunities thatbring you diverse “encounters”. For example, the first year seminars will
also be attended by students from a variety of other departments. Surely,
these other attending students will provide you with a variety ofintellectual stimulation. The Center for Student Counseling includes asystem called “Nagoya Univ. Peer Support”, and here senior level students
consult with new students in regards to their issues with studies anduniversity life. In the Education Center for International Students, the“Student Partnership Program” offers the opportunity for international
students enrolled in Nagoya University to interact with Japanese students
on a 1 to 1 basis. Information about these programs is readily available
on the university website.
Nagoya University is equipped with an abundant array of resources tosupport your studies.

The affiliated library, for example, has over

14

2,800,000 books that can be read freely. It also boasts a huge variety ofscholarly journals and e-journals. All these things are the intellectual
heritage of mankind, and they are awaiting your arrival. Also, at Nagoya
University, as Japan’s leading research intensive university, researchmeetings, international symposiums, lectures and scientific association
meetings are held frequently. University is also the place where you canexperience first hand, the creation of new knowledge.
There are plenty of other resources available at Nagoya University tosupport you in your studies. Now, it all depends on how effectively you
are able to make use of them.

Column 4 - Let’s Take a Look at the Nagoya Univ. Salon (Meidai Salon) .
At Nagoya University, in an event held monthly, a specific teacher presents the
subject of his/her own research, and attendees enjoy a meal as they listen to,and then together discuss the topic. This event is known as the Nagoya Univ.
Salon, and each time the event occurs, the topics discussed are presented in the
Chunichi Shimbun, a local newspaper. In short, it is an independent meeting,where discussions about research are an appetizer, and such things as wine arealso enjoyed. Originally begun as a way for teachers to exchange ideas acrossdisciplines, it has now been thrown open to other staff members, students andmembers of the public, and so far, there have been over 50 such meetings. For
students, it is a perfect opportunity to gain an insight into the world of leadingedge studies. A fee is charged, but there is a student discount, so why don’t you
drop in on a meeting? For more detailed information, please see the following
website, which includes all the latest information.
http://www.a.phys.nagoya-u.ac.jp/salon/

15

2. Campus Ethics

2.1 Why does the “Academic Community” need ethics?
“A university is a place of freedom”
These are words we hear often, and they are indeed very true. But,
this does not mean that anything you do while at university is forgivable.

“Freedom of speech is assured at university”
This is also true. But, it does not mean that you are free to say thingsat university which would be hurtful to others.
Regardless of a person’s wealth of knowledge, or high test scores, if
they are unable to be considerate in connection with others or theirsurrounding community, then they will be viewed by society as a“greenhorn”. For example, those who ignore the annoyance caused tothose around them during classes when they are absorbed in whispered
conversations, those who make notes and markings in library books, those
who smoke cigarettes when walking through congested areas, and those
who park their bicycles over the top of the textured paving tiles for thevisually impaired. These are all totally disgraceful actions by civilized
people. Such actions advertise to the world that you are unable to fathom
the effects your actions have on other people.
A university is just one of the communities within our society, and ismade up of a variety of different people, such as students, teachers andother staff members. Therefore, it is necessary for those of us who gather
there to make a set of rules to guide our treatment of each other, withsomething such as “Campus Ethics” or “Community Rules”. Some of

16

you will surely dismiss these words as preaching. But please, put aside
your unease and listen to these words. Understanding these issues willallow you to enjoy your days as a student with a greater wealth of intellectthan today, and ensure you are able to conduct yourself in a manner
befitting a “scholarly citizen”.
Included in the Campus Ethics is sensible adult behavior such as
greeting other people pleasantly, remembering simple common courtesies
in regards to others, and not forcing your beliefs upon others. In addition,
there are other tacit rules, (those that go without saying), such as keepingclassrooms and the campus grounds clean, disposing of rubbish
thoughtfully, observing smoking area rules, treating communal facilities
and equipment, such as the library, with respect, and obeying the traffic
and parking rules for bicycles, motorbikes and cars.
The statement made earlier - “A university is a place of freedom” must
be based on these campus ethics. You must respect others as you respect
yourself, and you must also value the relationships that connect you toothers.

Only after accomplishing these things can you enjoy “thefreedoms of the university” that is, thinking independently, acting
independently, and freely discussing your opinions with others. So, as
you are on the brink of joining this “academic community” now, we want
you to understand the real sense of freedom of the university, as well as
the ethics required. Let us now introduce to you each of the “Campus
Ethics”.

2.2 Respecting wisdom
The first campus ethic is to show respect to the wisdom that has been

17

inherited and accumulated by the university so far. The knowledge thatyou will encounter at university is a treasure, born from the efforts andinvestigations of countless of your predecessors. As you stand at theentrance to this world of knowledge, the following behavior is requested ofyou. Firstly, you must respect the predecessors who gave rise to thisknowledge. And then you must also respect the efforts required to createsuch wisdom and to pass it on to others.
The act of stealing a free ride from someone else’s intellectual efforts
lacks respect for that wisdom, and as such is severely punished at theuniversity. Most shameful of all is the act of plagiarism. Plagiarism isthe act of publishing the ideas and theories of others as if they are yourown. The following are examples of plagiarism.
• Copying words and images from websites without permission andsubmitting them as your own work.
• Copying word for word or misappropriating the studies or research
results of other people (includes reports and theses).
• Falsifying or substituting research results.
• Writing an assignment, report or exam etc on behalf of another person.
• Cheating during exams.
In addition, when other people’s studies or research results arereferenced to or quoted in your own reports or theses, you must specify
clearly the information that has been quoted. Also, impersonating anotherduring a roll call, or copying straight from a friend’s notes or printouts
before an examination are disgraceful acts that sully your sincerity inregards to knowledge. The result of efforts must be fairly rewarded.

18

2.3 Respecting the lives, personalities and studies of others
The second campus ethic is respecting the lives, personalities andlearning styles of other people.

A wide variety of people gather atuniversities in search of knowledge. At Nagoya University too, a diverse
range of people study and undertake research. This diversity covers abroad range of conceptions, including age, nationality, race, language,
culture, gender, religion, family arrangements, ideologies, the presence orColumn 5 - What is "Harassment” ?
Harassment is the pestering and bothering of another person. Regardless of theintention or awareness of the perpetrator, it is recognized as harassment if thevictim suffers distress. In other words, before you realize it, you too could be
guilty of harassment. There are various kinds of harassment. Let’s introduce
the most typical kinds.
Sexual Harassment; Includes speech and behaviors such as making sexual
remarks that cause discomfort to others, touching, distribution of obscene
images, or making discriminatory remarks based on gender. Unfortunately,even at Nagoya University, there have been some cases reported.
Academic Harassment; This covers various types of harassment related tohierarchical relationships or use of power at educational and researchorganizations. It includes obstruction of research, plagiarism of research
results, bullying in matters unrelated to study or research, and pressure
regarding personnel matters.
Alcoholic Harassment; There are various kinds of alcohol related harassment,
including forcing people to gulp down large amounts, and pressuring people todrink against their will. Such cases often occur at events encouraging
relationships between senior and junior students as part of research laboratories
or club activities.
To ensure you don’t become a perpetrator, the first and most obvious thing to do
is to place yourself in the other person’s shoes. In such a large and diverse
community as a university, there are often cases where something seemingly
unimportant to one person, can be a serious issue for another. The second

19

not of disabilities, and different kinds of disabilities.
diversity is the source of a university’s vitality.

This kind of

You are asked torecognize the diversity of such people, and respect their lives, personalities,
and learning.

thing is to ensure you understand what the basics of harassment are. It is
possible there is a gap between those basics and your understanding of
harassment. Recognizing that gap is important.
A Sexual harassment Help desk has been established at Nagoya University, and isavailable at any time for consultations. Also, “Sexual Harassment Prevention
Guidelines” were drawn up in 2002. According to these guidelines, sexual
harassment is defined as follows.
“Sexual harassment is a violation of human rights, and includes the followingacts.
1. Speech or behavior based on desire or of a sexual nature that makes
those around feel uncomfortable, regardless of the intentions of theperpetrator.
2. Unwelcome sexual speech or behavior.
3. Forced association or sexual relations.
4. Damage caused to a favorable environment through the display of sexual
images or documents”.
Under this definition, the intent of the perpetrator of sexual harassment isirrelevant. The issue is whether or not the other party was made to feel
uncomfortable. This problem is not confined to acts committed just by men
upon women, but the reverse also occurs, as do cases between members of thesame sex. Sexual harassment at universities conjures up images of issues
between teachers and students, however there are many cases occurring
between students. Please do not forget it is possible for anyone to become aperpetrator, before they even realize it.

20

1. Respecting the lives of others.
Respecting the lives of others may sound melodramatic, but it is themost basic of principles required to maintain an “academic community”.
At university, there is a surprisingly large number of settings that could
threaten human lives. For example, when using powerful drugs duringchemical experiments, or disposing of waste fluids, set procedures andteachers’ instructions must be followed.

Also, acts such as parking

bicycles over textured paving tiles for the visually impaired or on
pedestrian pathways could threaten the life and safety of others and aretotally prohibited. Compelling others to drink alcohol at parties etc, inparticular forcing others to quickly gulp down large amounts, is a criminal
act that can lead to murder.
2. Respecting the personalities of others.
People from a wide variety of backgrounds gather at a university andthese diversities are greatly valued and respected. Therefore, care must
be taken not to use discriminatory language about other peoples’
hometown, accent, physical traits, race, gender, or age, either duringclasses or in casual conversations.

Even if such remarks are madeinnocently, the target of the remarks may feel discriminated against.
Even a casual comment, for example, a stereotypical comment such as“You’re from ABC High School, so you must be an XYZ type” may hurt
another person’s feelings.
Of course, malicious speech and behavior such as insults and bullying
are out of the question. If you are a witness to such speech and behavior
taking place, don’t just be an observer, but show some courage and speakout against it. In many cases, the perpetrator does not realize their error
until it has been pointed out to them. By calmly speaking up, you can21stop further damage being done, and in some cases may be thanked byothers.
(3) Respecting the studies of others.
It is requested that you respect the studies of others within thisacademic community. That is, the study activities of others should not be
disturbed, but should be assisted. Acts that disturb the studies of others
include – entering or leaving a classroom during a class, whispering while
the teacher or other students are addressing the class, canceling your own
assigned presentations without permission, disruptive behavior in study
areas such as libraries (talking, eating, drinking, and using mobile phonesetc). Such disruptive behaviors do not just impede other students’ desire
to learn, but also decreases the vitality of this, the academic community.
On the other hand, respecting the study activities of others adds to thevitality of the university, and at the same time leads to an enrichment of
your own studies. For example, actions such as praising the presentations
or remarks of other students made during classes, making constructive
comments, making positive remarks or asking questions during class,taking part in discussions, and helping students support each other in theirstudies. When seen in the long term all these kinds of activities will help
to nourish your own studies too.

22

Column 6 - A Moral Compass for the Campus
Created by Students - Case study of Stanford University –Stanford University in the United States has standards regarding campus ethics
that were created by the students. It is called “The Honor Code” and was
published by the university in 1921. The Honor Code is a set of rules that all
students, whether individually, or as a group, should abide by. The Honor Code isan undertaking of the students, individually and collectively:that they will not give or receive aid in examinations; that they will not give or
receive unpermitted aid in class work, in the preparation of reports, or in any
other work that is to be used by the instructor as the basis of grading;
Examples of conduct which have been regarded as being in violation of the
Honor Code include:
•
•
•
•
•
•
•

Copying from another’s examination paper or allowing another to copy
from one’s own paper
Unpermitted collaboration
Plagiarism
Revising and resubmitting a quiz or exam for regrading, without the
instructor’s knowledge and consent
Giving or receiving unpermitted aid on a take-home examination
Representing as one’s own work the work of another.
Giving or receiving aid on an academic assignment under circumstancesin which a reasonable person should have known that such aid was not
permitted.

23

Closing

This brings to an end of Study Tips for First-year Students at Nagoya
University: Aiming for Scholarly Citizenship. To summarize, the messages
that we want to convey to you are as follows.
• A university is a gathering place for people who place value in the actof learning itself.
• A university is not just a storehouse for mankind’s intellectual heritage,
simply passing knowledge on to the next generation, but actuallycreates new participants in this relay of knowledge.
• We truly hope that all who are about to begin their studies at university
will become a “scholarly citizen”.
• “Scholarly acquisition” is to have rich knowledge, the ability to makeconnections between knowledge, a large coordinated system of
temporal and spatial learning, and a way of thinking that is scientificand rational.
• A “Scholarly citizen” can be described as – those who are in awe ofmankind’s intellectual inheritance, those who never stop endeavoring
to know and to learn, those for whom learning is a joy, those who use
their knowledge to help others, and those who wish to be a part of therelay passing on mankind’s intellectual inheritance.
• Part time jobs and club activities are important, however, it would be awaste just to immerse yourself in those things only. We hope verymuch that your time at Nagoya University will be spent concentrating
on your studies. For this reason, we hope you will take full advantage

24of the resources available at the university (people, information etc).
• As a university student, you will not steal a free ride from another’s
intellectual efforts, and you will not allow others to do so either.
• While studying at university, you will respect the lives, personalities
and studies of others.
How did you find our message? I do hope this has given you some ideaof the kind of place a university is, and what it is to study at university,and that it will be of use in your life as a university student. For practicaltips on how to tackle your studies while at university, please look out forthe second booklet in this series.
I wish you all the very best in your studies at Nagoya University.

25

Notes

Please share your opinions with us.
The Center for the Studies of Higher Education, Nagoya University, would
like to revise this Study Tips booklet, based on the comments and opinions
we receive from our readers.

Please share your opinions with us inregards to improvements that could be made, problems you have noticed,
or any other comments you would like to make.

Please direct your comments to the following email address.
info@cshe.nagoya-u.ac.jp

26

27

References

Andreatta, B., Navigating, The Research University: A Guide For First-Year Students,
Wadsworth, 2005.
Boyer, E. L., Scholarship Reconsidered: Priorities of the Professoriate, 1990 (Japanesetranslation by Arimoto, A., Tamagawa University Press, 1996) .
Center for the Studies of Higher Education, Nagoya University, Seven Suggestions
from Professor Tips (For Student, For Faculty, and For University Executive),2005 (in Japanese).
Evans, N. J., Forney, D. S., & Guido-DiBrito, F., Student Development in College:
Theory, Research, and Practice, Jossey-Bass, 1998.
Gardner, J. N. & Jewler, A. J., Your College Experience: Strategies for Success,Wadsworth, 2003.
“Gendai no gakusei to seikatsu”, IDE Gendai no Koutoukyoiku, 473, September 2005
(in Japanese).
Ikeda, T., Todayama, K., Chikada, M., & Nakai, T., Learn with the Professor Tips: How
to Develop your Course Design, Tamagawa University Press, 2001 (inJapanese).
Ikeda, T., Gakushikatei ni okeru shonenjikyoiku manejimento no yukosei ni kansuru
chosakenkyu: Final Report of Grant-in-Aid for Scientific Research Project (2001 –2002), 2003 (in Japanese).
Pascarella, E. T. and Terenzini, P. T., How College Affects Students volume 2 : A Third
Decade of Research, Jossey-Bass, 2005.

28

Stanford University, The Honor Code.
http://www.stanford.edu/dept/vpsa/judicialaffairs/judicialprocess/pdf/
sjc1997-Japanese.pdf
Yokoo, T, Daigaku no tanjo to henbo – yoroppa daigakushi dansho, Toshindo PublishingCo., Ltd. 1999 (in Japanese).
The University of Melbourne, Nine Principles Guiding Teaching and Learning in the
University of Melbourne: The Framework for a first-class teaching and learning
environment, 2002.

Useful Websites of Nagoya University
NU Peer Support, Center for Student Counseling, Nagoya University.
http://www.htc.nagoya-u.ac.jp/gakuso/peer.html
Nagoya University Sexual Harassment Help Desk.
http://www.sh-help.provost.nagoya-u.ac.jp/index.html
Student Partnership Program, Education Center for International Students, Nagoya
University.
http://www.ecis.nagoya-u.ac.jp/exchange/partnership.html

Authors of Japanese edition (2007)
Center for the Studies of Higher Education, Nagoya University
Kazuhisa Todayama
Tatsuya Natsume
Masahiro Chikada
Toshiki Nakai
Tomoko Torii
Yoshiko Saitoh

Translation
Center for the Studies of Higher Education, Nagoya University
Masahiro Chikada

Editorial
Center for the Studies of Higher Education, Nagoya University
Yoshiko Saitoh

Illustration
Skhole Co., Ltd.

Printing
DAITEC Co., Ltd.

ISBN 9784862930231

Center for the Studies of Higher Education, Nagoya University